English language teaching materials usually reflect both the explicit and the implicit attitudes and beliefs of their authors, of the society and the culture of the times they live in. Attitudes and beliefs are bound to change over time and are affected by socio-cultural changes, particularly in areas such as power relationships, the image of women and that of identity construction. The first coursebook analyses in terms of women’s representations and sexist attitudes date back to the 70s and the 80s (e.g. Hartman, Judd 1978; Porreca 1984; Schmitz 1975, 1984; Stern 1976) and have been greatly influenced by language and gender studies (e.g. Cameron 2005; Sunderland 1992, 1994, 2000; Sunderland, Litosseliti 2002). This paper is aimed at presenting the results of a study on how women and their voices have been portrayed in ELT coursebooks addressed to Italian students over time. The analysis carried out in a diachronic perspective, have specifically focussed upon textbooks published between the 1950s and the beginning of the 80s in order to represent different historical perspectives. The proposed stretch in time to the 80s is aimed at investigating the most relevant shifts occurring in ELT coursebooks in the 70s as a consequence of changes in society and the influence of gender studies. The categories used to analyse the ELT materials have been: the representation (as well as the omission) of women and their roles in texts and illustrations; the language used to refer to women and its role in maintaining, diminishing or reinforcing sexist values. Despite a correspondence between gender representations and ongoing changes in society, the textbooks examined appear to represent more traditional than innovative views on women.
WOMEN’S REPRESENTATIONS IN ENGLISH COURSE-BOOKS IN ITALY. A diachronic survey from the 50s to the 80s
VETTOREL, Paola;
2013-01-01
Abstract
English language teaching materials usually reflect both the explicit and the implicit attitudes and beliefs of their authors, of the society and the culture of the times they live in. Attitudes and beliefs are bound to change over time and are affected by socio-cultural changes, particularly in areas such as power relationships, the image of women and that of identity construction. The first coursebook analyses in terms of women’s representations and sexist attitudes date back to the 70s and the 80s (e.g. Hartman, Judd 1978; Porreca 1984; Schmitz 1975, 1984; Stern 1976) and have been greatly influenced by language and gender studies (e.g. Cameron 2005; Sunderland 1992, 1994, 2000; Sunderland, Litosseliti 2002). This paper is aimed at presenting the results of a study on how women and their voices have been portrayed in ELT coursebooks addressed to Italian students over time. The analysis carried out in a diachronic perspective, have specifically focussed upon textbooks published between the 1950s and the beginning of the 80s in order to represent different historical perspectives. The proposed stretch in time to the 80s is aimed at investigating the most relevant shifts occurring in ELT coursebooks in the 70s as a consequence of changes in society and the influence of gender studies. The categories used to analyse the ELT materials have been: the representation (as well as the omission) of women and their roles in texts and illustrations; the language used to refer to women and its role in maintaining, diminishing or reinforcing sexist values. Despite a correspondence between gender representations and ongoing changes in society, the textbooks examined appear to represent more traditional than innovative views on women.
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